National
Qualifications
2015
2015 French
National 5 Reading
Finalised Marking Instructions
 Scottish Qualifications Authority 2015
The information in this publication may be reproduced to support SQA qualifications only on a
non-commercial basis. If it is to be used for any other purposes written permission must be
obtained from SQA’s NQ Assessment team.
Where the publication includes materials from sources other than SQA (secondary copyright),
this material should only be reproduced for the purposes of examination or assessment. If it
needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the
necessary copyright clearance. SQA’s NQ Assessment team may be able to direct you to the
secondary sources.
These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed
Markers when marking External Course Assessments. This publication must not be reproduced
for commercial or trade purposes.
©
General Marking Principles for National 5 French Reading
This information is provided to help you understand the general principles you must apply when
marking candidate responses to questions in this Paper. These principles must be read in
conjunction with the detailed marking instructions, which identify the key features required in
candidate responses.
(a)
Marks for each candidate response must always be assigned in line with these General
Marking Principles and the Detailed Marking Instructions for this assessment.
(b)
Marking should always be positive. This means that, for each candidate response, marks
are accumulated for the demonstration of relevant skills, knowledge and understanding:
they are not deducted from a maximum on the basis of errors or omissions.
(c)
If a specific candidate response does not seem to be covered by either the principles or
detailed Marking instructions, and you are uncertain how to assess it, you must seek
guidance from your Team Leader.
(d)
Award a mark to each answer. Marks are not transferable between questions.
Page two
Detailed Marking Instructions for each Question – Reading
Question
1. (a)
Expected Answer(s)
• (her) clothes (any spelling)/garments
Max Mark
2
Unacceptable Answers
Specific item of clothing eg dress
•
A trip/a holiday/journey/travelling
NB: Clothes and holiday interchangeable
•
asked her mum’s friend/a friend of her mum (who
has a shop)
•
Called/phoned/asked/spoke to the (boss) of a (big)
company
(c)
•
To wait/come back/return in two/three years. (Both
numbers do not need to be mentioned)/come back in
a couple of years/when she is 17/18.
1
Come back later/when older
Try next year
Come back when she is 16
(d)
•
During the school holidays
2
Not allowed/can’t work in school holidays
•
(Only if) the school holiday lasts two weeks/15
days/14 days (or more).
•
Cannot/can’t/not allowed to work more than five
hours a day/daily/in the daytime OR can only work
five hours a day/daily/in the daytime etc.
(b)
2
Asked her friend’s mum
Saw a job in a magazine
Worked in her mum’s shop
Applied to a big company
Called an enterprise
Begged a man in a company
Work usually 15 days or more.
(Any 2 from 3)
Page three
Question
(e)
Expected Answer(s)
• Do/help with housework/cleaning/household
chores/chores for an old(er)/elderly person
Max Mark
3
Unacceptable Answers
Help old people
Help old people do their cooking/with their shopping and
bags
Do house work
•
Give (individual/particular/private) lessons/courses
/tutoring to(younger) pupil(s)/student(s)/children/
help younger people with school work/tutor/teach
younger people
Look after young children
•
Mow/cut the lawn/garden/grass
Do the gardening
Clean the garden
10
Page four
Question
2. (a)
(b)
Expected Answer(s)
• The Internet is an essential tool at work
(second box ticked)
•
Do/helps with research/investigations
•
communicate with people/students from around/all
over/across the world/abroad/everywhere/
anywhere
•
learn computer skills/learn computing
Max Mark
1
2
Unacceptable Answers
More than one box ticked =0
Find out information
Do essays
Can search
Help pupils/students do homework
Communicate with/speak to people
(Any 2 from 3)
(c)
•
The child/the student/the pupil can find
help/information /do it (himself/on his own/instead
of asking parents) OR they/he/she can find
information/help themselves/himself/on their own
•
The parent/they can get/give/find information
for/to inform the child
(Any 1 from 2)
Page five
1
Has information for essays (does not relate sufficiently to
question)
Parents help the child to find information
Parents help with homework
Lets parents have the chance to help their children
They/the parents can access a lot of information (with no
mention of the child)
Question
(d) (i)
Expected Answer(s)
• You can lose (any recognisable spelling) contact/
touch with reality/real world
•
Max Mark
1
Unacceptable Answers
You read less/fewer books
(Any 1 from 2)
(ii)
(Stay at home) to chat/discuss/talk/speak with
virtual friends/virtually/on the
computer/internet/online.
1
Speak with friends
To be (at home) with virtual friends/ on the
computer/online (no mention of talking/discussing)
Do not believe everything (you read/see/someone
says/writes) (on the internet) OR Not everything (you
read) (on the internet) is true/correct.
1
People are not who they say they are
You need to be careful about what you are reading
•
There are not enough computer(s) (in each
classroom/room/class).
2
Classrooms don’t all have computers
There are no computers/there aren’t many computers
There aren’t enough in the classroom
•
The computer/system/network/data system/IT
(often) does not work/breaks down
The computers are a pain
•
Difficult/hard to access/reach/get on to/find
(interesting/web/some) sites/some sites are
not accessible.
Some sites are unsuitable/bad
Websites which are interested in school
Hard to find sites which interest pupils
•
(iii) •
(e)
(Any 2 from 3)
Page six
Question
(f)
Expected Answer(s)
• The Internet can support learning when and where
appropriate
Max Mark
1
(third box ticked)
10
Page seven
Unacceptable Answers
More than one box ticked =0
Question
3. (a)
Expected Answer(s)
• Perfect apples
Max Mark
1
Unacceptable Answers
Potatoes
(b) (i)
•
(They have to make/pick/choose) a strict selection
(process)/select strictly/strictly select
1
Inspect the produce strictly
Make sure the food is fresh
(ii)
•
Fruit (and ) vegetables/produce with (the
slightest) things wrong/problems/defects/flaws/
with a bit of damage /which are off/not perfect/
which aren’t up to standard/scratch/ good enough
go in the bin/get thrown away/wasted.
1
They are thrown away/go in the bin
A lot of food wasted
They throw out 20% of the food we buy (answer in wrong
location).
•
Buy more than they eat/need/consume/buy too much
food/produce/products
2
We buy more food (no indication of excess)
•
(In France) 20% of food is thrown away/wasted/put
in the bin
NB: We buy more than we eat by 20% = 2 marks
•
Money used in food/fruit and veg production is
wasted/Money we use to produce food/fruit and veg
is wasted
2
You/We are wasting money on food you/we are not
eating
Money is being wasted
Money spent on products is wasted
•
Waste/scrap has to be treated/dealt with/processed/
necessary to treat/process waste/recycled
•
Recycling uses/requires/needs/demands (a lot of)
energy
(c)
(d)
(Any 2 from 3)
Page eight
We are using more energy
Question
(e)
Expected Answer(s)
• (Make/have/use/write) a shopping list/a list of
shopping
Max Mark
3
•
(Only) buy/get/purchase the right quantity/amount/
produce/food/stuff needed/necessary/required OR
Don’t buy unnecessary/too many products/more than
you need.
•
(You can) freeze leftovers/scraps/food that’s
left/the rest/what you don’t eat (in the fridge)
Unacceptable Answers
List of meals
Buy as little as you can
Keep food in the fridge
Put less stuff in the fridge and use the freezer more
Keep food frozen instead of in the fridge
Always freeze/put in the freezer (no mention of
leftovers)
Keep leftovers to have at a later date
10
[END OF MARKING INSTRUCTIONS]
Page nine
National
Qualifications
2015
2015 French
National 5 Writing
Finalised Marking Instructions
 Scottish Qualifications Authority 2015
The information in this publication may be reproduced to support SQA qualifications only on a
non-commercial basis. If it is to be used for any other purposes written permission must be
obtained from SQA’s NQ Assessment team.
Where the publication includes materials from sources other than SQA (secondary copyright), this
material should only be reproduced for the purposes of examination or assessment. If it needs to
be reproduced for any other purpose it is the centre’s responsibility to obtain the necessary
copyright clearance. SQA’s NQ Assessment team may be able to direct you to the secondary
sources.
These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed
Markers when marking External Course Assessments. This publication must not be reproduced for
commercial or trade purposes.
©
General Marking Principles for National 5 French Writing
Task: E-mail application for a job in this country or abroad, including information specified in
six bullet points.
Assessment process:
Candidates will write a piece of extended writing in the modern language by addressing six
bullet points. These bullet points will follow on from a job-related scenario. The bullet points
will cover the four contexts of society, learning, employability and culture to allow candidates
to use and adapt learned material. The first four bullet points will be the same each year and
the last two will change to suit the scenario. Candidates need to address these ‘unpredictable
bullet points’ in detail to access the full range of marks.
With reference to Content, Accuracy and Language resource, assess the overall quality of the
candidate’s response and allocate it to a pegged mark. It is important to assess how candidates
have addressed bullet points and detail in relation to this as highlighted in bold in Content.
Page two
Category
Very good
Mark
Content
Accuracy
20
The job advert has
been addressed in a
full and balanced
way. The candidate
uses detailed
language.
The candidate
addresses the advert
completely and
competently,
including
information in
response to both
unpredictable
bullet points.
A range of verbs/
verb forms, tenses
and constructions is
used.
The candidate
handles all aspects
of grammar and
spelling accurately,
although the
language may
contain one or two
minor errors.
Where the candidate
attempts to use
language more
appropriate to
Higher, a slightly
higher number of
inaccuracies need
not detract from the
overall very good
impression.
Overall this comes
over as a competent,
well thought-out and
serious application
for the job.
Page three
Language resource –
variety, range,
structures
The candidate is
comfortable with the
first person of the verb
and generally uses a
different verb in each
sentence.
Some modal verbs and
infinitives may be used.
There is good use of
adjectives, adverbs and
prepositional phrases
and, where
appropriate, word
order. There may be a
range of tenses.
The candidate uses
co-ordinating
conjunctions and/or
subordinate clauses
where appropriate.
The language of the
e-mail flows well.
Category
Good
Mark
16
Content
Accuracy
The job advert has
been addressed
competently.
The candidate
handles a range of
verbs fairly
accurately.
Language resource –
variety, range,
structures
There may be
repetition of verbs.
There may be examples
of listing, in particular
when referring to
There are some
school/college
errors in spelling,
experience, without
The candidate uses a
adjective endings
reasonable range of
and, where relevant, further amplification.
verbs/verb forms.
case endings. Use of
There may be one or
accents is less
two examples of a coOverall, the candidate secure, where
ordinating conjunction,
has produced a
appropriate.
but most sentences are
genuine, reasonably
accurate attempt at
Where the candidate simple sentences.
applying for the
is attempting to use
The candidate keeps to
specific job, even
more complex
more basic vocabulary,
though he/she may
vocabulary and
particularly in response
not address one of
structures, these
to either or both
the unpredictable
may be less
bullet points.
successful, although unpredictable bullet
basic structures are points.
used accurately.
There is less evidence
of detailed language.
There may be one or
two examples of
inaccurate
dictionary use,
especially in the
unpredictable bullet
points.
Page four
Category
Satisfactory
Mark
12
Content
Accuracy
The job advert has
been addressed fairly
competently.
The verbs are
generally correct,
but may be
repetitive.
The candidate makes
limited use of detailed There are quite a
language.
few errors in other
parts of speech —
The language is fairly gender of nouns,
repetitive and uses a
cases, singular/
limited range of verbs plural confusion, for
and fixed phrases, eg I instance.
like, I go, I play.
Prepositions may be
missing, egIgo the
town.
The candidate copes
fairly well with areas
of personal details,
education, skills,
interests and work
experience but does
not deal fully with the
two unpredictable
bullet points and
indeed may not
address either or
both of the
unpredictable bullet
points.
Overall, there is
more correct than
incorrect.
On balance however
the candidate has
produced a
satisfactory job
application in the
specific language.
Page five
Language resource –
variety, range,
structures
The candidate copes
with the first and third
person of a few verbs,
where appropriate.
A limited range of verbs
is used.
Sentences are basic and
mainly brief.
There is minimal use of
adjectives, probably
mainly after is eg
Chemistry is
interesting.
The candidate has a
weak knowledge of
plurals.
There may be several
spelling errors, eg
reversal of vowel
combinations.
Category
Mark
Content
Accuracy
Unsatisfactory
8
The job advert has
been addressed in an
uneven manner and/or
with insufficient use
of detailed language.
The language is
repetitive, eg I like, I
go, I play may feature
several times.
There may be little
difference between
Satisfactory and
Unsatisfactory.
Either or both of the
unpredictable bullet
points may not have
been addressed.
There may be one
sentence which is not
intelligible to a
sympathetic native
speaker.
Ability to form
tenses is
inconsistent.
There are errors in
many other parts of
speech — gender of
nouns, cases,
singular/plural
confusion, for
instance.
Language resource –
variety, range,
structures
The candidate copes
mainly only with the
personal language
required in bullet
points 1 and 2.
The verbs “is” and
“study” may also be
used correctly.
Sentences are basic.
Several errors are
An English word may
serious, perhaps
appear in the writing.
showing mother
tongue interference. There may be an
example of serious
The detail in the
dictionary misuse.
unpredictable bullet
points may be very
weak.
Overall, there is
more incorrect than
correct.
Page six
Category
Poor
Mark
Content
Accuracy
4
The candidate has
had considerable
difficulty in
addressing the job
advert. There is
little evidence of the
use of detailed
language.
Three or four
sentences may not
be understood by a
sympathetic native
speaker.
Either or both of
the unpredictable
bullet points may
not have been
addressed.
Many of the verbs
are incorrect.
There are many
errors in other parts
of speech — personal
pronouns, gender of
nouns, cases,
singular/ plural
confusion,
prepositions, for
instance.
The language is
probably inaccurate
throughout the
writing.
Language resource –
variety, range,
structures
The candidate cannot
cope with more than
one or two basic verbs.
The candidate displays
almost no knowledge of
the present tense of
verbs.
Verbs used more than
once may be written
differently on each
occasion.
Sentences are very
short.
The candidate has a
very limited
vocabulary.
Several English words
may appear in the
writing.
There are examples of
serious dictionary
misuse.
Very poor
0
The candidate is
unable to address
the job advert.
Virtually nothing is
correct.
The candidate may only
cope with the verbs to
have and to be.
The two
unpredictable
bullet points may
not have been
addressed.
Very few words are
written correctly in the
modern language.
Very little is
intelligible to a
sympathetic native
speaker.
There may be several
examples of mother
tongue interference.
[END OF MARKING INSTRUCTIONS]
Page seven
English words are used.
There may be several
examples of serious
dictionary misuse..
National
Qualifications
2015
2015 French
National 5 Listening
Finalised Marking Instructions
 Scottish Qualifications Authority 2015
The information in this publication may be reproduced to support SQA qualifications only on a
non-commercial basis. If it is to be used for any other purposes written permission must be
obtained from SQA’s NQ Assessment team.
Where the publication includes materials from sources other than SQA (secondary copyright),
this material should only be reproduced for the purposes of examination or assessment. If it
needs to be reproduced for any other purpose it is the centre’s responsibility to obtain the
necessary copyright clearance. SQA’s NQ Assessment team may be able to direct you to the
secondary sources.
These Marking Instructions have been prepared by Examination Teams for use by SQA Appointed
Markers when marking External Course Assessments. This publication must not be reproduced
for commercial or trade purposes.
©
General Marking Principles for National 5 French Listening
This information is provided to help you understand the general principles you must apply when
marking candidate responses to questions in this Paper. These principles must be read in
conjunction with the detailed marking instructions, which identify the key features required in
candidate responses.
(a) Marks for each candidate response must always be assigned in line with these General
Marking Principles and the Detailed Marking Instructions for this assessment.
(b) Marking should always be positive. This means that, for each candidate response, marks are
accumulated for the demonstration of relevant skills, knowledge and understanding: they
are not deducted from a maximum on the basis of errors or omissions.
(c) If a specific candidate response does not seem to be covered by either the principles or
detailed Marking Instructions, and you are uncertain how to assess it, you must seek
guidance from your Team Leader.
(d) The utmost care must be taken when entering and totalling marks. Where appropriate, all
summations for totals must be carefully checked and confirmed.
(e) The Marking Instructions indicate the essential idea that a candidate should provide for each
answer.
(f) The answers for each question must come from the item.
(g) The assessment of overall purpose is always a supported question (for example, a grid) in
Item 1.
(h) There are two or three supported marks across the two items. Where there are supported
marks in the form of a grid, award zero marks where a candidate ticks all boxes.
Page two
Detailed Marking Instructions for each Question
Question
1. (a)
(b)
Expected Answer(s)
• 7 years ago / 2008
•
•
Max Mark
1
To see/watch 20 films/up to 20 films
To see film(s) of your choice/to see film(s) you
like/prefer
Unacceptable Answers
Wrong number
1
As many films as you want/like
More than 20 films
2
Meet people from different cultures
(Any 1 from 2)
(c)
(d)
(e)
•
(Get to know/appreciate/see/learn about/explore/
understand/experience) different culture(s)/(it
shows/introduces) different culture(s)/ other
countries’ culture(s)/new culture(s)/(see) differences
in other culture(s)
•
Improve your (understanding of) (foreign)
language(s)/understand language(s)/learn different/
new language(s)/familiarise yourself with other
language(s)/great for learning language(s)
Hear different languages
Compare different languages
Give your opinion about/view on the film/talk about
how good the film was
• Meet/interview/question/speak/talk to (the) actor(s)
• Make/meet (new) friend(s)
(Any 2 from 3)
2
•
1
•
A (French) woman/man/person/someone who starts a
(new) career/job (in Spain)/finding a (new)
career/job (in Spain)
• A (French) woman/man/person/someone who goes
to/moves to/is in Spain/lives in Spain
(Any 1 from 2)
Page three
Discuss/talk about the film
Talk about the actor(s)
Go with friends
Set in Spain
The history of France/Spain
“Spain” on its own
Ignore nationality
The film is in Spanish
Visits /visiting Spain
Question
(f)
Expected Answer(s)
• To promote international films
Max Mark
1
(8)
•
Page four
Unacceptable Answers
Wrong box ticked
(More than one box ticked =0)
Question
2. (a)
Expected Answer(s)
• It is the (beginning of)/she is on/going on
holiday(s)/vacation
• It is her birthday
Max Mark
1
Unacceptable Answers
Birthday coming up/soon
Anyone else’s birthday
(Any 1 from 2)
(b)
•
•
Watching films on big screen
Sharing emotions
2
3 boxes ticked maximum mark =1
4 boxes ticked =0
(c)
•
•
He makes her laugh/he’s (really/truly) funny
She likes his accent (from the North of France)/She
enjoys his accent/She likes the way he speaks/He has
a nice/good accent
He has an accent from the North (of France)/is from
the North (of France)/was born in the North (of
France)/lives in the North (of France)
1
He is a French actor
He is a good actor
He is good-looking
•
He is from the South (etc)
(Any 1 from 3)
(d)
2
Any answer without a qualifier
•
They are too/very/quite/really long
•
The language used is old–fashioned/out of date/not
modern/ancient
“Old-fashioned” (on its own)
In black and white
•
Not a lot of/little/no action/not much happens/not
good action/(very ) slow/boring
Not relaxing
Rubbish / Stupid
(Any 2 from 3)
Page five
Question
(e)
Expected Answer(s)
• Change the channel/programme/movie/film/it/
watch something else (if you don’t like it)
•
Pause/Stop it to go to the toilet/bathroom
•
It is free/no charge/you don’t have to pay
Max Mark
2
Unacceptable Answers
Change the volume
Watch a movie you like / Pick what you like
Can watch it with dog/pet
She can turn it off
“pause” / “go to the toilet” (on its own)
(Any 2 from 3)
(f)
2
Publicity
Adverts last 2 minutes (Idea of adverts being short)
Adverts last 10 mins
•
(Lots of/too much) advertising/(too many/lots of)
advert(s)/commercial(s) (every 10 minutes/ are
long)adverts every 2 minutes
•
(Too many) American soap(s)/series/
sitcom(s)/show(s)/programme(s)/it’s
all American/it’s like American TV/American TV
show(s) are stupid
Too many American actors
The American accents
•
(A lot of) stupid game show(s)/quiz(zes) OR game
show(s)/ quiz(zes) in the morning OR stupid
programme(s)/thing(s) in the morning/every morning
“game show(s)” (on its own)
“stupid programme(s)/show(s)” (on its own)
“it’s stupid” (on its own)
(Any 2 from 3)
(g)
•
•
2
Interesting documentaries/documentary (any
recognisable spelling)
Programmes in German/from
Germany/German programmes
Interesting programmes
Programmes in English
(12)
[END OF MARKING INSTRUCTIONS]
Page six